Archive for the ‘curriculum’ Category
It is a pedagogy [waldorf education] which has its origin in the child and its goal is to develop each child’s individual potential (this is not observable, what is observable is the waldorf system’s unflagging push to indoctrinate children into anthroposophical thinking. Everything is copied from the board. No thinking required. No critical analysis. No thinking out of the waldorf box. How does that produce individual potential?).
The Waldorf School is a unified, inclusive school model spanning all ages from preschool to the end of the upper school/high school (unless you ask questions. Then they exclude you and kick you out instead of answering the questions). Within the curriculum framework of the various class levels, the subjects are connected to each other (it saves testing and planning to meet student’s needs). As the subjects are oriented to the developmental phases of the children and adolescents, they enable multi-faceted, age-related possibilities of developing the individual (strictly eurocentric or aryan in nature). These consist of, for example, the acquisition of (occult)knowledge, cultural competence (as long as it’s european, german specifically), social and emotional skills (bullying), as well as various practical and artistic skills (see also multiple intelligence).
I have been reading this lecture that steiner gave on ‘occult science.’ How the heck can our minister of education justify her stand on the accountability of steiner schools in Aotearoa NZ when state schools must be transparent and accountable?
This is an indication of how anthroposophical
teachingindoctrination will bridge the gulf between the so-called living and the so-called dead; and already now we can see how human beings who have some understanding of the spiritualoccult may be a blessing to the so-called dead by reading to them in thought the truthsinventions of Spiritual Science. If, either reading aloud or to ourselves, we follow in thought the ideas and conceptsinventions of Spiritual Science, at the same time feeling that one or more who have passed through death are there in front of us while we read, then this reading becomes very real to them, because such thoughts are inscribed into the Akasha-substance. Such reading may be of the greatest service, not only to those on the other side of death who while they were on earth concerned themselves with Spiritual Science, buffoonery but also to those who during their earthly life would have nothing to do with it.
The Taikura Rudolf Steiner school community has been reassured by the Minister of Education, Anne Tolley, that they can rest easy over National Standards and the future of their school. The Hastings school was one of hundreds throughout the country opposed to the controversial new directive, but in June cried foul when a letter from Ms Tolley urged them to comply or face legal action, and potentially lose government funding.
Protest was rife since the forced compliance, and included a large presence of parents at Prime Minister John Key’s Napier meeting.Last month, after a meeting with concerned Taikura parents, Tukituki MP Craig Foss wrote to Ms Tolley on their behalf, and received a reply on Thursday he said alleviated many of their concerns. Read more here on Hawkes Bay Today.
Well done John Key! Buckling to this type of educational philosophy in Aotearoa NZ is just what our children need. Obviously you are either a steiner proponent or your researching is somewhat cursory. The question needs to be asked. Why don’t steiner schools have to be accountable to the ministry for their delivery of ‘education’ (I use the word advisedly) in Aotearoa NZ?
I was interested to read the “Mission Statement” from the kindergarten “fossil Bay.” As usual, the part about their insistence that clairvoyance is an alternative to state education, and that they are using the philosophy/religion/cult of anthroposophy to background their educational pedagogy has been omitted from the somewhat cheesy picture they are attempting to paint for us all. All beauty and very little substance.
“Our purpose is to create and sustain a nurturing community of inspired children (unless the child is somewhat of an individual and doesn’t conform to their ideal), teachers and parents in order to provide a modern anthrophosophically based education in a physical and emotional environment that facilitates the unfolding of each child’s full potential (the level of conformity to the anthroposophical ideal of inspiration and emotional safety is laughable – just ask questions, and you will see a definite withdrawal of friendship and community, you will be labelled as rebellious, uncooperative and spiritually inferior) . The community will be built on strong values, clear communication and respectful partnership.”
This article from UK Anthroposophy is sure worth a read. The will be more parts to the post which I will post on to make sure it’s read in Aotearoa NZ.
What is the curriculum at a Waldorf school like? (this from waldorf answers, my thoughts are in red)
The Waldorf curriculum is designed to be responsive to the various phases of a child’s development. (my experience is that they, the Christchurch steiner school, try to fit the children into their 7 year cycles regardless of where they’re actually at) The relationship between student and teacher is, likewise, recognized to be both crucial and changing throughout the course of childhood and early adolescence. (my step-daughter’s teacher is not qualified to teach at Primary Grade 1, he studied bio-dynamic farming and anthroposophy. That does not make him a teacher, he is baby sitting and doesn’t know what to do).
The main subjects, such as history, language arts, science and mathematics are, as mentioned, taught in main lesson blocks of two to three hours per day, with each block lasting from three to five weeks. (2 or 3 hour blocks is not a useful block of time for a Grade one student. It is well known that they do not have the concentration span for that. So far it has failed my 3 step-children).
The total Waldorf curriculum has been likened to an ascending spiral: subjects are revisited several times, but each new exposure affords greater depth and new insights into the subject at hand. (this is a common way to teach in state schools. The difference is that state schools pre-test children so the don’t go over things the children already know which is boring, a common complaint. Then state schools post test to find out what the child has learned).
A typical Lower School curriculum would likely look something like the following:
Primary Grades 1 – 3
Pictorial introduction to the alphabet, writing, reading, spelling, poetry and drama.
Folk and fairy tales, fables, legends, Old Testament stories. (All eurocentric accept a very small nod towards Aotearoa-NZ’s own stories, myths, and legends. No depth unless it’s aryan gods and legends).
Numbers, basic mathematical processes of addition, subtraction, multiplication and division.
Nature stories, house building and gardening.